The subject of the research is the philosophy of education and its reflection on the educational process. Based on the analysis of predecessors’ works the author presented the new structure of the philosophy of education which enriches the understanding of its subject, targets and methods of research. The author presented the philosophy of education as a pyramid, the base of which are generalizing the situation of man as a subject andobject of research accumulated in the philosophical anthropology. The first level (...) of the pyramid takes psychology as a science which studies the origin, development and functioning of the psyche. Pedagogy crowns the “pyramid”. The author used the dialectical, system-structural, structural-functional method, as well as methods of comparison, analysis and synthesis. The main conclusion of the study is to prove that the philosophy of education in their new understanding is not only a theoretical understanding of basics and demonstrations of the educational process, but also a practice, the direct embodiment of the theoretical developments in the education in the everyday life. Using historical and philosophical analysis, the author shows that the philosophy of education does not just depend on the state of social philosophy, but also through its methodological apparatus it realizes the established philosophical paradigm in the different pedagogical practices. (shrink)

Certain principle aspects of the fundamental science state in Ukraine as of 2014 were analyzed. It was shown that no awareness exists in the country that the main although not unique task of the science consists in the creation of new knowledge. The special attention was paid to state academies of science, in particular, to the National academy of science of Ukraine. It was demonstrated that the active law concerning science as well as the project of the new law have (...) substantial shortcomings from the judiciary viewpoint and inhibit a free progress of science in line with general trends of the developed countries. The existing status of the autonomous state academies, being a peculiar symbiosis the non-governmental organization and state institution, was criticized. The concept of a scientific elite was analyzed, which was used to determine its true level. Certain scientometric data on the Ukrainian science were presented. A very unsatisfactory situation with social sciences and humanities was shown. Criteria were discussed for the future audit of the Ukrainian science in order to reform it in the European style. (shrink)

Kalenychenko T. A. Since the spring of 2014, we can observe the movement of update of military chaplaincy, the emergence of mass volunteering by religious leaders. While Ukraine only continues to develop a new Chaplaincy service, society has already received the first presentation about the priests at the forefront thanks to the work of the Ukrainian media. In this article, author examines the messages about the military chaplaincy of key media and analyzes the way in which the image was formed (...) from the military chaplain to a secular society, and the role it has assumed. (shrink)

В статті дається аналіз того, що являє собою культурна глобалізація, яка є продовжденням тривалого історчногопроцесу західної експансії і представляє собою варіант глобальної гегемонії; як культурна глобалізація впливає на такіінститути, як ринок, держава, освіта і культура. Обгрунтовано, чому сучасна освіта повинна постійно відслідковуватизміни, що відбуваються на постіндустріальному ринку праці, включаючи знання у сфері підприємництва, вирішеннякритичних ситуацій тощо. Розкрито дискусійне положення, що культурна глобалізація пов’язана з культурнимімперіалізмом, який пов'язаний із західним імперіалізмом. Охарактеризовано, як глобалізація і сучасні інформаційнітехнології здійснюють вплив на вищу освіту, (...) яка стала пристосовуватися до плинних економічних і соціальних умов тадати аналіз проблем освіти і науки в сучасну епоху. (shrink)

The article analyzes the ethical studies of Hannah Arendt on the origin of totalitarianism. The author considers the conditions for the formation of a “total state” and the role in these processes of both society as a whole and an individual. Based on the works of Hannah Arendt, the author analyzes the features of the totalitarian transformations of the individual and society, as well as their interaction with the regime at different stages of the functioning of the “total state”. According (...) to Hannah Arendt, totalitarianism is a system of mass terror, which is a phenomenon of the twentieth century. Totalitarianism is realized in the conditions of the destruction of political space and human interaction. It is the result of the alienation of a person from political life, that is, the “atomization” of society against the background of a deformation of basic ethical standards and established ideas about morality in general. Considering the problem of the emergence of totalitarianism, Arendt turns to the anthropological plane, where she explores the way in which violence enters the public sphere, and politics turns into an instrument for achieving certain goals and serving private interests. Hannah Arendt also analyzes the phenomenon of the “banality of evil,” which lies at the base of the so-called “respectable society”. Such a society easily becomes a weapon of totalitarianism along with “grassroots executors of orders”, as the example of Adolf Eichmann demonstrates. Hannah Arendt believes that the actions of such “executors of orders” should always be assessed as the actions of a person, and not just a “social tool”, from which responsibility for crimes is thus removed. Hannah Arendt identifies various areas of ethical, where there is a division into personal and political responsibility, and also studies the problems of preventing a possible repetition of totalitarianism. The “means” for such prevention, according to Hannah Arendt, are on an ethical plane. This is, firstly, the possibility of independent judgment and critical thinking, which create personal principles. And secondly, the presence of a public sphere, which provides the possibility of free action in a common social space. This is what actualizes moral issues and ensures the formation of moral principles. (shrink)

У статті мова йде відносно аналізу категорій «загальнолюдське» та «класове» у широкому філософському та гуманістичному сенсі і відносно аспектів здійснення цих категорій стосовно до категорій «освіта» та «виховання» у вузькому сенсі. Розглядаються проблемні питання методології та діалектики взаємодії категорій «загальнолюдське» та «класове». Показується актуальність розробки принципів «субординованої діалектики» у нових умовах розвитку виховно-освітніх відношень. Також категорії «освіта» та «виховання» розглядаються, з одного боку, як конкретно-історичні, тобто класові, принципи формування особистості, а з другого боку, як конкретно-визначені стадії загальнолюдського процесу розвитку людини.

The article is devoted to the conceptual analysis of globally-glocal interpretations of the archetype of the House, taking into account the peculiarities of the organization of social space in modern transformations of the city. The archetype of the House as a component of the universal symbolic triad “House - Field - Temple” is considered from the standpoint of contradictory global transformations of the modern city, the global manifestations of which are specified in ontological, existential, cultural and phenomenological aspects. The proposed (...) archetypal triad has a powerful ontological orientation in determining the existential foundations of the temporal deployment of the life path against the background of the realities of native culture, nature, family comfort in vital networks of the interweaving of the material and ideal. The archetype of Fields is associated with nature, the environment, mother earth, which reflects the organic connection of human, nature and ethnicity. The modern interpretation of the archetype of Fields is the value basis of environmental movements, which finds original implementation in environmental styles for the development of urban studies and eco-feminism. The archetype of the Temple symbolizes sacredness, which can be embodied in the semantic contexts of the language and cultural areas of shrines. The archetype of the House has an existential filling of orderliness and security, which concretizes the locus of one’s own truth and freedom, showing family unity and general comfort, which tends to be clearly labeled as a separate space of “One”s”. The crisis connotation of the archetype of the House has existential contexts of the loss of internal connection with the native land, occupation and capture, which is manifested in images of ruins, emptiness, breaking the connection of generations and doom to wander. The glocal-global theming of the archetype of the House demonstrates the possibility of expanding the space of His-Own from a specific locus of residence to global dimensions of the planetary perception of the World-as-Home, which is manifested in cosmopolitan settings and understanding the shared responsibility for the future of humanity. A separate perspective of the archetypal interpretation of the House provides for the formation of common places of We-House as an organization of a cultural landscape of common interest in the form of a public space “We-in-the-world” as a common place for work, study and development, which is specified in the formats of the People’s House, House of Culture, hub, coworking, smartworking, etc. The article notes that the archetype of the House is a local expression of constructing an open living topos in the unity of sociocultural, natural and sacred-symbolic, characterizing the city of the globalization era not only in terms of universality, but also the activation of regionality, the need for selfdetermination in uniqueness, organic connection of the past and future, adaptation advantages of environmental friendliness, etc. (shrink)

As for the first dedicated, systematized and conceptualized on the basis of institutional, procedural, political and behavioral experience of France, semi-presidential system of government has undergone and is still undergoing significant theoretical, methodological and empirical modifications and perturbations, though still is one of the dominant model of interinstitutional relations in different countries. Accordingly, its updating and likely reinterpretation in the context of institutional, procedural, political and behavioral patterns and attributes are important for the development and improvement of the scientific knowledge (...) about modern republicanism. This generated the key research task that comes on the evaluation of classical and contemporary/postclassical and formulation of updated and synthetic definitions of semi-presidentialism. The solution to this task is due to a large amount of scientific literature devoted to the issue of semi-presidential system of government. In particular, given the fact that nowadays Political Science has formed so many approaches to interpretation and verification of the empirical cases of semi-presidentialism. Consequently, the concept of semi-presidentialism was began to speak in plural, isolating classical and post-classical, minimalist and maximalist, dispositional and relational paradigms of its definition. However, the proposed classical and post-classical definitions of semi-presidentialism are largely criticized, on the basis of which we decided to synthesize their definitive advantages. This became the basis of synthetic and updated definition/reformulation of semi-presidentialism as a system of government, which must have the following attributes/characteristics: a) presence of the institution of president, who receives powers for a fixed term under direct or indirect nationwide elections and is not responsible to legislature; b) presence of the institutions of prime minister and cabinet, which do not receive powers for a fixed term under direct or indirect nationwide elections, but are always collectively responsible to legislature ; c) combining/dualism of executive by, on the one hand, president and, on the other hand, prime minister and cabinet. This «imposition» of classical/maximalist and post-classical/minimalist definitions of semi-presidentialism is theoretically, methodologically, logically and empirically important for several reasons: it promotes the verification of the concept of semi-presidentialism; it motivates and logically simplifies the isolation of different types of semi-presidentialism. (shrink)